Abstract
This article analyzes the Brazilian document “Common National Curricular Basis” focusing on high-school algebra and function learning. It aims at understanding the process of creating a new proposal to be constituted as curricular basis for mathematics teaching in Brazilian schools. Based on idea of curricular tradition and the construction of identity, the study questions the pertinence of a national curricular basis. It highlights the learning objectives in the first and second versions of the document, and stresses the contributions and opinions regarding clarity, relevance, and pertinence of each objective. It concludes by emphasizing the gaps between this proposal and the studies on mathematics education, mainly ethnomathematics and history of mathematics: two theoretical and methodological approaches that have fecundated the teaching practice.
Keywords:
Mathematics Curriculum; Learning Objectives; Common National Basis